Search Results (12)

Since the late Qing, Christianity helped reconfigure China’s modern intellectual landscape not simply by importing “Western knowledge” but by constructing the epistemic frameworks through which knowledge was named, classified, and circulated. This article examines how the Christian idea of “homemaking” was scientized through translation and became jiazheng (家政, Home Economics) in Republican China, emerging as a new discipline within women’s education. It centers on Laura Marsden White (1867–1937), an American Protestant missionary and pioneer of women’s education who founded China’s first Christian women’s monthly, Nüduo (The Woman’s Messenger, 1912–1951) and initiated its jiazheng column as an institutional infrastructure for domestic science knowledge. Foregrounding White as a missionary–translator and translingual mediator, this study argues that her work participated in the construction of modern home economics rather than merely transmitting a ready-made field. Strategically aligning her translation with Confucian gendered ethics, White rendered home economics intelligible as jiazheng while simultaneously reorganizing household practices into a systematic, science-based curriculum. By circulating scientific knowledge, standardized curricular categories, and credentialed forms of expertise, White recast women’s domestic responsibilities as socially recognized knowledge and employable labor. Her translation offered Chinese women a historically specific route into schooling, writing, and public service, allowing them to negotiate the traditional gender divide without abandoning the culturally legible language of the family. Translation thus serves as both a medium of Protestant moral pedagogy and an engine of disciplinary formation and gendered social change. Full article

This single case study examines the implementation of a co-designed fifth-grade science unit enhanced by using Virtual Reality (VR) and integrating translingual and transmodal scaffolding strategies to support students’ participation and quality of talk during scientific sensemaking. The co-designed science unit covered physical and chemical changes as part of the fifth-grade science curriculum. The research involves a fifth-grade science teacher and her class of 22 students comprising multilingual learners (ML) and English monolingual learners (EML). This study examines the learning experience of 3 student pairs grouped as ML-ML, EML-ML and EML-EML. Using content analysis, we analyzed 911 min of video data on the six students’ learning in this unit. The results indicate that when the teacher used translingual and transmodal scaffolding strategies introduced during the co-design process, equal participation across MLs and EMLs was observed. The VR pair programming worked well for student pairs in increasing active participation regardless of the pairing, although active participation did not necessarily lead to high quality science talk. Findings of this study provide implications and recommendations for leveraging the scaffolding from teachers, materials, and VR pair programing activity to support the equal participation and quality of talk among all learners during scientific sensemaking. Full article

This article explores the potentialities of “translanguages” as a lens for interpreting transnational women authors whose writing navigates multiple languages. By “translanguages”, we refer to the generation of a collage that results either from the writer’s alternation of various languages within the same work or from their concoction of a language of their own that reappropriates the contents and expressions of various source languages. We will illustrate our tenets by exploring case studies from Assia Djebar and Maxime Garcia Diaz. By resorting to feminist close-reading methodology, we intend to interrogate the possibilities of interpretation (and their limits) from a socially situated position. This, in turn, involves our approach to how the authors’ multiple languages interact and operate upon one another to create meaning and, last but not least, our analysis of the extent to which the transnational and translingual position of these authors shapes our own situated interpretations of the texts as readers. Full article

Translingual students’ identities transcend multiple languages and cultural allegiances. Sociolinguistics widely discusses the linguistic and racial oppressions these students face in schools due to epistemic racism, which is often observed in the tension between their multilingual and multimodal communicative styles and language perspectives rooted in monolingual and monocultural ideologies. This paper expands on the literature that denounces epistemic racism, uses Raciolinguistics and New Literacy Studies as theoretical frameworks, and reports on the following inquiries: What are the characteristics of delegitimizing school stakeholders who become agents of epistemic racism in their interactions with translingual students? How do translingual students reject these agents’ marginalization? Critical focus groups, semi-structured and arts-based interviews, and emplaced observations were used to collect data, centering the identities and voices of participants. Two key findings emerged. First, school stakeholders with various roles, social power, and degree of impact epitomize epistemic racism through ideological discourses. Second, “Translinguals” resist through novel concepts for which I have coined the terms "Covert and Overt Transresistance,” enacted by the means of resisting transliteracies. The theoretical, research, and practical implications of these findings, along with recommendations for future research, are discussed. Full article

This study is a qualitative analysis of a naturally occurring translanguaging phenomenon in the writing practices of fifteen high-scoring deaf bilingual adult writers. This study aims to identify translanguaging factors related to writing achievement and explore themes that emerge within an asset-based/antideficit, deaf bilingualism/Deaf Gain theoretical framework. Data were gathered by collecting, reviewing, coding, and identifying overarching themes in the interview transcripts. The findings show that high-scoring deaf participants utilized translanguaging writing strategies and tools such as translingual interdependence, language flexibility, semiotics and multimodalities, American Sign Language (ASL) drafting, and visual tracking skills that led to their writing achievement. Full article

Most D/HH learners experience language deprivation because they lack full access to a comprehensible language input. Sometimes, this language deprivation continues through school because of the rigid school language policy and teachers’ failure to recognize and include all the linguistic repertoires which the learners bring. Like many other teacher education programs, some Deaf education teacher preparation programs have adopted assimilationist ideologies, subtractive approaches to bilingualism that focus on only the majority hearing language, English, or the majority Deaf people’s language, such as ASL. Embracing translanguaging improves the implementation of bi/multilingualism in Deaf education by empowering the learner and the teacher to work through these challenges of language deprivation and minority languages in classrooms with Deaf learners. The current article reviews the literature and draws from translanguaging theory and practices, biliteracy, and Crip linguistics to discuss how Deaf education teacher preparation programs can support future teachers in implementing translingual knowledge, skills, and disposition and avoiding linguistic neglect in Deaf learners. In addition, the article will focus on how teachers can value and support the acquisition of all languages beneficial for bi/multilingual Deaf learners to overcome language deprivation and challenges in school. Full article

The present study aimed to evaluate functional cerebral asymmetries of visual working memory (VWM) in relation to language lateralization. The bilateral change detection paradigm with capital letters as stimuli and the translingual lexical decision task were used to assess VWM and language asymmetry, respectively, in a sample of 99 younger healthy participants (59 women). Participant attention was cued towards right or left visual half-field. For the VWM task, men and women were more accurate and faster when stimuli were presented in the right visual half-field compared to the left visual half-field. As expected, a significant right visual half-field advantage was demonstrated in the lexical decision task in performance accuracy (but not response time). The results also revealed no relationship between lateralization in VWM and lexical decision. VWM performance accuracy decreased significantly with increasing asymmetry. This relationship was significant for women, but not men. Taken together, the present study demonstrates that the lateral bias in visual working memory is independent from language lateralization, and less lateralized individuals perform better than individuals with larger asymmetries in both visual half-field tasks. Full article

Most government schools and colleges run on low budgets in India, yet they cater to a large population of students. In government settings, biology labs lack basic equipment such as simple microscopes or compound microscopes or sometimes possess just one instrument. In the absence of compound or simple microscopes, the students lose interest in science. To solve this issue, the Department of Biotechnology, Ministry of Science and Technology, Government of India, introduced the origami microscope, the foldscope, into the Indian educational system. In this article, we describe the design of a sustainable, inclusive, and equitable curricula for teaching biological concepts using the foldscope. We describe the implementation of foldscope-adapted curricula in post-secondary settings to teach natural selection, developmental biology, parasitology, and economic Zoology via individual, small-group, and large-group field trips, and project-based learning that involves experiential learning. We found that these culturally sensitive pedagogies involving translingual instructions had the potential to retain students and make science education accessible for the linguistically and culturally diverse population of India. We could successfully implement our project as per the five priority action areas outlined by UNESCO. Therefore, we propose the adoption of the foldscope-adapted curricula under SDG4 to make STEM education accessible in budget-frugal settings. Full article

Many scholars view translations of the Chinese classics as inevitably lacking fidelity to the “original,” asserting language difference as a fundamental impediment to cross-cultural understanding. The present study disputes this viewpoint by employing the perspective of Global Laozegetics. This notion affirms a fundamental continuity between the native Laozi or Daodejing commentarial tradition and its corresponding foreign translation tradition. Specifically, I will investigate a range of interpretations of the term ziran found in Laozi Chapter 25, including 16 traditional and modern Chinese readings and 67 translations in 26 languages. My broad investigation of this narrow topic will reveal a rich historical development of interpretation and translation, highlight the philosophical ramifications of different exegetical choices, deepen our understanding of the core Daoist concept ziran, and assist in confirming the basic premise of Global Laozegetics that language, even the original language of Chinese, is secondary to interpretive strategy when engaging with classical works. Full article

Angelman syndrome is a genetic neurobehavioral syndrome characterized by motor and cognitive developmental delay, with a severe reduction in activity and participation. Treatments are limited and the effects of rehabilitation have not been studied. We report on the progress made by a 7-year-old boy with Angelman syndrome following an innovative synergic intervention involving translingual neurostimulation (TLNS) and goal-oriented rehabilitation to improve gait. The parents were interviewed regarding the child’s abilities and participation level and three-dimensional gait analysis was performed before and after the 4-week intervention (five days per week, 4 h per day) and 6 months later. Spatiotemporal and kinematic gait variables improved considerably at 4 weeks, with a reduction in lower limb agonist-antagonist co-contractions, and a large increase in walking distance (from 500 m to 2 km). The child’s engagement and ability to perform activities of daily living improved, as well as several functions not targeted by the intervention. Six months after cessation of the intervention, improvements were partially sustained. The rapid and considerable improvement in motor ability was likely due to potentiation of the rehabilitation by the TLNS. Further studies are required to understand the mechanisms underlying this effect and to determine if it is generalizable to other children with similar disorders. Full article

This paper is based on a four-year ethnographic study of multilingualism in transnational Mirpuri families in Azad Kashmir (Pakistan) and Lancashire (United Kingdom). Data were collected in a range of physical settings in Pakistan and the UK as well as social spaces online. Migrants’ literacy practices are often related to the standard language variety of the country to which the migrant is moving. However, this paper suggests that migration requires different kinds of literacies, not all of which relate to standard writing system use. The study sought to understand how these literacies are shaped in Pakistan before they are taken up in the UK, by seeing them as part of migrants’ everyday translanguaging. This perspective involves exploring how different language varieties (such as Punjabi, Urdu and English) and different linguistic resources (such as scripts, styles and registers) are appropriated by migrants at different stages of their migration trajectories alongside migrants’ own perspectives on these practices. The findings demonstrate how migrant families counter discrimination in their everyday multilingualism as part of the translingual practices which transcend physical, social and symbolic borders. Full article

In this article, we explore the emergence of a new translingual repertoire among young adolescents of Moroccan and Algerian origin in Galicia and the role it plays in reconstructing the transnational identity of young people within the Maghrebi diaspora. The data include a multimodal corpus with spoken and written interactions, collected as part of a classroom action research project, in which each student reconstructed their family and school language repertoire, as well as a WhatsApp group chat set up with the same young people. The results of our analysis reveal how the intercrossing of parental and adolescent agency plays a crucial role in dealing with the new multilingual translingual repertoire. The findings also indicate how this repertoire is deeply rooted in Moroccan Arabic as the family language and the incorporation of local languages, namely Spanish and Galician, and relies heavily on translingual multimodal practices, associated with transnational trajectories and the local schooling process of these young people. Full article